(LUẬN văn THẠC sĩ) higher education and job satisfaction , a stydy with postgraduates in HO CHI MINH CITY

MINISTRY OF EDUCATION AND TRAINING UNIVERSITY OF ECONOMICS, HO CHI MINH CITY Lê Thị Mỹ Nhung HIGHER EDUCATION AND JOB SATISFACTION: A STUDY WITH POSTGRADUATES IN HO CHI MINH CITY MASTER‟S THESIS In Business Administration Ology code: 60.34.05 Supervised by Dr Trần Hà Minh Quân Ho Chi Minh City – 2010 TIEU LUAN MOI download : skknchat@gmail.com Acknowledgement Completing a dissertation is one of great efforts in my education It is an opportunity for me to practice, apply the knowledge and understand how market is working However, I would not able to finish it without kind helps and supports from whom I would like to express my eternal gratitude I highly appreciated the lecturers in the University of Economic Ho Chi Minh City who provided me precious knowledge during last three years Specially, the MBA course in English was so pleased that I had a chance to know how a student can have new approach and new studying method in second language within limited time and budget A sincere thankfulness is for my supervisor, Dr Tran Ha Minh Quan, for all his guidance, ideas and inspiration throughout the research as well as during the course I would express my heartfelt thanks to my MBA Batch 16 classmates, especially Mr Nguyen Thanh Trung, Mr Lam Hong Phong and Ms Dang Hai Yen They all have been along with me for years and given me so many supports and encouragement to complete this thesis Many thanks to all my close friends, my colleagues and interviewees who I may not mention herein, but they did help me on data and gave me many kind advice to improve the study Finally, I am deeply indebted to my parents, who gave me the life and shape of how I am now, for their loves, encouragement, understanding and patient to keep asking me how I was doing Let me take a chance to give them my best regards and dedicate this work as a gift to them all ii TIEU LUAN MOI download : skknchat@gmail.com Abstract Attending higher education, especially Master level, is a movement in Vietnam in recent years Meanwhile, job satisfaction is a well know research topic for years However, a link better these two dimensions have not been either reviewed much or performed in Vietnam A model was developed from extensive literature and a study of 220 postgraduates from many Master programs in Ho Chi Minh City was conducted to examine the relationship between reason for pursuing Master‟s degree courses and participants‟ overall job satisfaction Besides, some extensions were done to find out the different concepts among groups of postgraduates Fine hypotheses were developed to represent three research questions and analysis techniques including multiple linear regression, sample t-test and ANOVA were then applied to test all the hypotheses According to the result, the original measurements could be applicable in Vietnam market, but the content was changed as local respondents‟ evaluation It showed insignificant impacts from attending Master‟s degree courses to overall job satisfaction In addition, there were small variances among groups of postgraduates when they were different from each other in job level, study languages and study duration Key words: higher education, Master’s degree course, postgraduates, Job satisfaction iii TIEU LUAN MOI download : skknchat@gmail.com Table of Contents Acknowledgement ii Abstract iii Table of Contents iv List of Tables vi List of Figures vii List of Abbreviation viii Chapter 1: Introduction 1.1 Introduction 1.2 Rationale of the research 1.3 Research objectives and Questions 1.4 Scope of the study 1.5 Methodology of research 1.6 Implication of the research 1.7 Structure of the study Chapter 2: Literature Review 2.1 Higher education and relevant theories 2.2 Reasons for continuing education and PRS 11 2.3 Job Satisfaction 14 2.3.1 Definitions and outcomes of job satisfaction 14 2.3.2 Measuring Job Satisfaction 17 2.4 Relationship between continuing higher education and Job satisfaction 24 2.5 Summary 25 Chapter 3: Research Methodology 27 3.1 Research design 27 iv TIEU LUAN MOI download : skknchat@gmail.com 3.1.1 Research process 28 3.1.2 Measurement and Scales 28 3.1.3 Focus group discussion 30 3.1.4 Pilot testing 31 3.1.5 Main survey 33 3.2 Conclusion 39 Chapter 4: Data analyses and results 40 4.1 Descriptive statistics of sample 40 4.2 Scales assessment 43 4.3 Hypotheses testing 48 4.3.1 Correlation between reasons for pursuing Master‟s level and Job satisfaction 48 4.3.2 Difference in reasons for pursuing Master‟s degree courses among groups of postgraduates 50 4.3.3 Difference in overall job satisfaction among groups of postgraduates 55 4.4 Conclusion 58 Chapter 5: Conclusion and Implication 60 5.1 Introduction 60 5.2 Conclusions from the research 60 5.3 Implication of the research 63 5.3.1 Theoretical implications 63 5.3.2 Practical implications 64 5.4 Limitation and recommendation for further researches 66 List of References 68 Appendixes 71 Focus group outline 71 Survey Questionnaire 72 Total Variance Explained 76 v TIEU LUAN MOI download : skknchat@gmail.com List of Tables Table 3.1: Scales to measure reasons for pursuing Master‟s degree courses 32 Table 3.2: Scales to measure Job satisfaction 33 Table 3.3: Estimating margin of Error on Sample survey results 36 Table 4.1: Communication methods and respondents 40 Table 4.2: Respondents‟ demographic profiles 41 Table 4.3: Reliability of measurement instruments 45 Table 4.4: Rotated Component Matrix 47 Table 4.5: Linear Regression 49 Table 4.6: Group Statistics of Job Level 50 Table 4.7: Independent Sample T tests for Job Level groups 52 Table 4.8: Group Statistics of Language 53 Table 4.9: Independent Sample T tests for Language groups 54 Table 4.10: Independent Sample T tests 56 Table 4.11: Test of Homogeneity of Variances 57 Table 4.12: ANOVA Testing 57 Table 4.13: Multiple Comparisons 58 vi TIEU LUAN MOI download : skknchat@gmail.com List of Figures Figure 2.1: Aspects of participation 12 Figure 2.2: Definitions of job satisfaction 15 Figure 2.3: Consequences of high and low job satisfaction 19 Figure 2.4: Average Job Satisfaction levels by facet 22 Figure 2.5: Proposed Research model 26 Figure 3.1: Research process 29 Figure 4.1: Language characteristics 42 Figure 4.2: Duration characteristics 42 Figure 4.3: Job level characteristics 43 Figure 4.4: Hypothesis testing results 58 vii TIEU LUAN MOI download : skknchat@gmail.com List of Abbreviation CPE Continuing Professional Education JDI Job Descriptive Index JIG Job in General Scale JSS Job Satisfaction Survey HE Higher Education LLL Lifelong Learning MOET Ministry of Education and Training MSQ Minnesota Satisfaction Questionnaire NOSQ Neutral Objects Satisfaction Questionnaire PRS Participation Reasons Scale SPSS Statistical Package for the Social Sciences viii TIEU LUAN MOI download : skknchat@gmail.com Chapter 1: Introduction 1.1 Introduction In the first chapter, researcher provides general introduction of the study through five sections Rationale and objectives of the research help explain the circumstance and concerns in which the study may become necessary From that, research questions as well as their hypothesis are developed in the context However, the mentioned circumstance would be so wide and overall that researcher needs to narrow down the scope of the study in section 1.4 Then, section 1.5 presents research methodology used for this study, section 1.6 mentions main implications of the research while the hypotheses are tested in other chapter later on Finally, section 1.7 provides whole structure of the essay 1.2 Rationale of the research Higher education (HE) has been prioritized and considered as one of the essences in national strategy for the development of education and training in Vietnam towards the years The aims are to build a modern system that is capable of training professionals with the high level of education demanded by the causes of industrialization and modernization, and to secure development of the country as well The growth of HE in Vietnam during recent years, especially in the training field, has resulted in the increase of high level human resources; thus it meets requirements of economy and social, as well as creates good opportunities for citizens in various backgrounds who have the desire and the ability to keep up with their studies of HE, improves the common cultural standard in the whole country (Ministry of Education and Training [MOET], 1998) Over the past ten years, HE in Vietnam has continuously experienced many changes including diversification in types of institutions and the establishment of quality improvement standards for its developing accreditation model According to statistic data from MOET, there were 140 universities (divided into public and non-public groups) in 2007-2008 Particularly, TIEU LUAN MOI download : skknchat@gmail.com mentioned by Dung (2009), Vietnam had 160 universities by August 2008 They were invested in many types such as public, private (the fastest growing sector), and foreign related Primary authority for governing the HE system in Vietnam lies with the highly centralized MOET, which is responsible for drafting and implementing policy guidance, as well as supervising the connection between all education programs and management of HE institutions The government allocated 20% of the national budget for education (VND 67 trillion or US$ 4.3 billion in 2007) of which HE received VND 297 billion or US$ 18 million (MOET, 2006) Dung (2009) also lists out characteristics of the higher education system of Vietnam as following:  Training focus: be small size, create a restricted market; little research on the potential of higher education; formal institutional uniformity (although there are numerous types of institutions) with hierarchy ostensibly recognised  Centralised management: relatively centralised control of the curriculum, funding, and resources; low institutional initiative, since the conditions of centralisation inhibit the taking of initiatives, challenging bureaucratic rule in the universities, or the developing an entrepreneurial spirit  Restricted competition: not due to markets, students, or business but to statecontrolled resources; high consumer demand but low recognition of this by the universities With limited resources (teaching staff, facilities and funding), universities are able to select only more capable students (about 15-25%) In the respect that labor markets have been seeking for skilled, well-trained people, higher education graduates and postgraduates, there are more and more people attending higher education including Master‟s degree courses They are not only spending money but also sacrificing time and taking into account the trade-off between time for academic learning and time for working and families, and they choose the course for some specific reasons Recently, globalization trends have made thousands of Vietnamese apply to study abroad The most favorite countries are United States, Europe countries, United Kingdom, Australia, Japan, etc (Vietnam MOET, 2008 – cited by Thuy, 2009) The students have different purposes to study abroad, but mainly are to gain knowledge from the developed countries and high TIEU LUAN MOI download : skknchat@gmail.com attending the courses in Vietnamese did The own evaluation on job satisfaction showed the difference with mean value was 4.5081 (English/Bilingual courses) vs 3.9972 (Vietnamese courses) As mentioned above, other factors rather than Master‟s degree courses explained job satisfaction by 92.8% For this specific case, the academic training may also have minor influence while other factors such as pay, promotion, rewards, benefits, etc make the people feel more satisfied with the jobs Somehow, the postgraduates attend the courses in English might be in good financial condition or supported by the company with higher promotion, benefits that they are happy with the company and satisfy with their jobs then This finding is not surprised result because there were many researches on job satisfaction and they normally found the difference between groups of interviewees Lastly, researcher extended the analyses to see whether statistically significant difference in overall job satisfaction among people who are studying, who are in thesis preparation and who have graduated It found no significant difference in job satisfaction between “In progress” and “Thesis preparation”; between “Graduated” and “Thesis preparation” Nevertheless, “Graduated” and “In progress” were significantly different Prior to the study, researcher supposed there were difference among the groups and “In progress” group may have less overall job satisfaction than others Then the results from statistical analysis were aligned It could be explained by practical facts that the people who are in “Thesis preparation” might be either happy or unhappy depend on how they are doing with the dissertation Meanwhile the people who had completed the courses would have more time for their job and would not worry about the courses or essay preparation that might help them feel more comfortable and happy 5.3 Implication of the research 5.3.1 Theoretical implications The main purpose of this study is to examine if there is any relationship between reasons why postgraduates attending Master‟s degree courses and their overall job satisfaction Besides, researcher extended the scope to see how differences between the groups of participants while their job level, study languages and study 63 TIEU LUAN MOI download : skknchat@gmail.com duration varied from each other The findings showed the model was not fully supported when the many insignificant relationships found However, the first application of Participation Reasons Scale in Vietnam and with specific education level – Master‟s degree- contributes to the educational research a practical to see how the scale was applied and evaluated by Vietnamese participants There is a variation from other countries because the reason groups changed and created new terms instead of original measurement Secondly, the research introduced a new approach to review separately the relationship between Master‟s degree training and job satisfaction to see how the academic training influenced job satisfaction 5.3.2 Practical implications The study provides surprising results on relationship between reasons why postgraduates attending Master‟s degree courses and their job satisfaction Even though the impact is small, the result may useful for educators and managers somehow The common understanding that attending academic training as Master level obviously helps to improve job satisfaction might not be demonstrated in this case It proved that academic training such as Master‟s degree courses have not been contributed much to motivate the employees Job satisfaction might be explained by other factors (92.2%) rather than attending Master‟s degree courses Coming back with Dung (2009)‟s comments about quality of higher education system in Vietnam which was mentioned in Chapter 1, 1.2, this study added more facts to see a weak link between universities and industry, as well as between training and economic development From that, the educators may need to review and develop the courses to enhance the effectiveness and to provide the participants more benefits then they can improve their own job satisfaction For business, to motivate the employees, the managers may consider many other factors instead of asking their staff joining the long-term Master courses if the budget and time are limited Otherwise, there should be appropriate training policy applied that managers or key persons who are potential for future manager positions may be supported for academic training This implication is gained from the study that manager levels were more satisfied with their job while attending Master‟s degree 64 TIEU LUAN MOI download : skknchat@gmail.com courses In other words, it is much more effective to investigate into small group of potential persons in a business to both improve their knowledge and job satisfaction that helps increase their performance subsequently Regarding the courses, the results presented that postgraduates who attend the courses in English or Bilingual (Vietnamese and English) evaluate the importance of the courses higher than their friends who were in Vietnamese courses did It might be a concern to educators in local programs why there are different evaluations between participants If we consider the impact of training cost, we can see the participants are reasonable to highly evaluate the courses in English/Bilingual and expect more from these courses because they have invested much more into the courses However, it does not mean educators should not consider improving the quality of local programs in any ways to strengthen their positions in Vietnam higher education system It may be a time to develop the higher education to catch up international education system when the students pay appropriately for precious benefits they get from the academic training The last finding of different job satisfaction among groups of postgraduates: “In progress”, “Thesis preparation”, and “Graduated”, implied that the courses were some obstacles that might make the participants feel unhappy To reduce that, the courses should be more practical and useful to provide more professional knowledge that participants may apply during the time of study or new technologies to update them all the time Somehow, these changes may help postgraduates realize the courses more interesting such as motivators to encourage their participation For postgraduates, the study can be found as a review of the real reasons why they want to join the Master‟s courses or what they expect from the training because the Participation Reasons Scale covers all reasons for pursuing the training During three weeks of data collection, there were some comments from interviewees that they did not consider carefully which group of reasons before joining the courses; or they generally thought that the courses would help them improve knowledge Somehow, if people pay more consideration to choose which training programs they should apply, it can help to prevent the movement that hundreds of people joined the courses with 65 TIEU LUAN MOI download : skknchat@gmail.com unclear expectation, which can make them disappointed and influence their life and job satisfaction then 5.4 Limitation and recommendation for further researches The study has some limitations that further researches can help to cover and extend the study to have results that are more significant Thru www.Sirvina.com, online questionnaires were sent to several people but did not focus on any specific Master‟s degree programs and researcher could not control if the respondents were qualified interviewees, so all respondents were supposed to be eligible Therefore, if further researches select the population and sample with more care such as targeting specific Master programs or universities may produce a better research sample This study does not include factors of training cost as well as personal income that may influence people in their Universities selection and their job satisfaction Other researches also can extend the review to consider how large impacts of the costs are The study considers only impact of formal training in Master‟s degree level, and does not include other trainings that may influence job satisfaction A research on different training such as short term, long term ones should be conducted to find out exactly the real impact of academic training versus other trainings The application of Participation Reasons Scales is limited with Master‟s degree level might be changed with extension to various trainings to see if the measurement can be appropriate tool in local market Besides, highlight from respondents were that some of questions translated in Vietnamese version with unclear meaning and sounded strange to local respondents It made them sometime confusing to answer and evaluate From that, if other researchers would apply the scale, they may need to test and get more consult to build up better questionnaire in Vietnamese version Regarding job satisfaction, the study uses only overall question and some specific statements from Job Satisfaction Survey A suggestion would be to utilize the current tool or use different instrument to measure the job satisfaction It can provide better evaluation on job satisfaction, then better correlations between attending higher 66 TIEU LUAN MOI download : skknchat@gmail.com education and job satisfaction However, researchers should consider number of questions and questionnaire design to ensure appropriate and effective interviews 67 TIEU LUAN MOI download : skknchat@gmail.com List of References Alessandro Tampieri (2010), Higher Education Effects in Job and Marital Satisfaction: Theory and Evidence, Working Paper No 10/07, University of Leicester, UK B.V Mbalati (2004), Management of learner supervision through principals’ control of punctuality in primary schools in the Mopani District, the University of Limpopo Châu Văn Toàn (2009), Các nhân tố ảnh hưởng đến thỏa mãn công việc nhân viên khối văn phòng thành phố Hồ Chí Minh, Luận văn thạc sỹ, Trường Đại học Kinh tế, thành phố Hồ Chí Minh Carlos Gamero (2009), Job satisfaction and on-the-job search: a theoretical and empirical approach, Revista de Economía Laboral 6, 35-54 Donald R Cooper & Pamela S Schindler (2003), Business Research Methods, New York NY: McGraw-Hilln Fei-wen Vivien Wang, B.S (1989), Education and job satisfaction of hospitality management graduates of Texas Tech University, Master‟s thesis of science Ginns, Paul, Prosser, Michael and Barrie, Simon (2007), 'Students' perceptions of teaching quality in higher education: the perspective of currently enrolled students', Studies in Higher Education Retrieved from http://dx.doi.org/10.1080/0307507070157377 Jaime X Castillo and Jamie Cano (2004), Factors explaining job satisfaction among faculty, Journal of Agricultural Education, Vol 45, No Kevin Joseph Eschleman (2009), A construct validation of the Neutral Objects Satisfaction Questionnaire (NOSQ), Master‟s degree thesis in Science, Wright State University Kim D Nguyen (2009), Quality assurance in Vietnam higher education, Presentation - Institute for Educational Research, University of Education, HoChiMinh City LCvan Jaarveldt and JSWessels (2007), The role of higher education in developing and retaining the best managers for the public service: ASouth African perspective, Article, PoliteiaVol 26 No 2007# Unisa Press pp 103–121 Lam Hong Phong (2009), Testing a model of Customer-based brand equity in the Vietnamese banking service, Economics Master Thesis, The University of Economics, Ho Chi Minh City Margaret A Eggleston (2007), Participation and Non-participation in formal adult education: A study of deterrents for an organizational leadership development 68 TIEU LUAN MOI download : skknchat@gmail.com program, Dissertation for Doctor of Philosophy in Human Development, Virginia Polytechnic Institute and State University Nguyễn Đình Thọ & Nguyễn Thị Mai Trang (2010), Nghiên cứu khoa học Quản trị kinh doanh, Hà Nội: NXB Thống kê Nguyễn Khánh Duy, Nguyễn Văn Sĩ, Vũ Thị Phương Anh and Phan Thành Nhân (2007), Khảo sát hài lòng học viên cao học trường Đại học Kinh tế thành phố Hồ Chí Minh, đề tài nghiên cứu khoa học cấp sở Nguyễn Hải Long (2010), Tác động thực tiễn quản trị nguồn lực đến hài lịng cơng việc tiếp viên hãng hàng không quốc gia Việt Nam, Luận văn thạc sỹ, Trường Đại học Kinh tế, thành phố Hồ Chí Minh Nguyen Thanh Trung (2009), Measuring Customer-based brand equity of English training centers: Evidence in Ho Chi Minh City, Economics Master Thesis, The University of Economics, Ho Chi Minh City Nguyen Thi Bich Ngoc and Nguyen Thi Xuan Thu (2009), Brand Launching and Sustaining in a developing country: The case of Honda on Vietnam Motorcycle Market, Master Thesis in BA – International Marketing, School of Sustainable Development, Society and Technology Nguyễn Thị Ngọc Ngân (2009), Một số giải pháp nhằm tăng cường thỏa mãn cho nhân viên công ty TNHH Decotex Việt Nam, Luận văn thạc sỹ, Trường Đại học Kinh tế, thành phố Hồ Chí Minh Nguyễn Vũ Duy Nhất (2009), Ảnh hưởng hài lòng đến nỗ lực lòng trung thành nhân viên ngành dịch vụ viễn thông Việt Nam, Luận văn Thạc sỹ, Trường Đại học Kinh tế, thành phố Hồ Chí Minh Pat Wood (2008), Continuing professional development in higher education: a qualitative study of engagement in the field of nursing and midwifery, Journal for the Enhancement of Learning and Teaching – Volume Issue 1, School of Nursing and Midwifery Pham Thi Thu Thuy (1998), A study on career choice of Vietnamese students in Taiwan, National Sun Yat-sen University Rebecca Lee Hammons (2009), Continuing Professional Education for software quality assurance, Dissertation for Doctor of Education, Ball State University Randy B McCamey (2003), The relationship between the reasons for participation in continuing professional education and the leader effectiveness of first-line supervisors, Dissertation for Doctor Philosophy, University of North Texas Simon Barrie, Paul Ginns and Michael Prosser (2005), Early impact and outcomes of an institutionally aligned, student focused learning perspective on teaching quality assurance, Assessment & Evaluation in higher Education - The University of Sydney, Vol 30, No 6, pp 641–656 Stephen P Robbins and Timothy A Judge (2007), Organizational Behavior, Upper Saddle River, New Jersey 07458, Pearson, pp 74-103 69 TIEU LUAN MOI download : skknchat@gmail.com Sandra M Bennett (2006), Exploring the relationship between continuing professional education and job satisfaction for information technology professionals in higher education, Dissertation prepared for degree of Doctor of philosophy, University of North Texas Serife Zihni Eyupoglu and Tulen Saner (2009), The relationship between job satisfaction and academic rank: a study of academicians in Northern Cyprus, World Conference on Educational Sciences 2009, Procedia Social and Behavioral Sciences (2009) 686–691 Timothy A Judge (1992), Does affective disposition moderate the relationship between job satisfaction and voluntary turnover, Working paper, 92-19 University of North Carolina at Chapel Hill Libraries (2010, July 06) APA Citation Style Citing Information Retrieved from http://www.lib.unc.edu/instruct/citations/apa/online.html World conference in higher education (1998), Higher education in the 21st century – Vision and Action – Vietnam, UNESCO, Paris Zahidur Rashid and Barrington Clifford (2009), Alumni as Lifelong Learners Towards a Business Model for Lifelong Learning in Higher Education, Master Thesis, 15 ECTS, Department of Informatics, School of Economics and Management, LUND University 70 TIEU LUAN MOI download : skknchat@gmail.com Appendixes Focus group outline Xin chào anh/chị! Cảm ơn anh/chị nhận lời tham gia buổi thảo luận nhóm hơm Buổi thảo luận dự tính thực khoảng 2.5 giờ, nhằm mục đích thơng qua bảng câu hỏi nghiên cứu Tên đề tài trình bày sau bảng câu hỏi thơng qua Tồn bảng câu hỏi chia làm nhóm (5 + nhóm), anh/chị đọc qua nhóm câu cho biết: Q.1 Những câu tiếng Việt sát nghĩa với câu tiếng Anh hay chưa? Nếu chưa, cần dịch lại nào? Q.2 Những câu có phù hợp với bối cảnh Việt Nam hay không? Nếu khơng, nên điều chỉnh nào? Q.3 Theo anh/chị, nhóm lý đề cập đến vấn đề gì? Q.4 Theo anh/chị, có cần bổ sung thêm hay bỏ bớt câu cho phù hợp với đề tài nghiên cứu (câu hỏi nghiên cứu) bối cảnh Việt Nam hay không? Factor X: To increase the likelihood of benefits for family and friends Gia tăng khả đem lại lợi ích cho gia đình bạn bè To increase the likelihood of personal financial gain Gia tăng khả thu nhập tài cho cá nhân To help me develop leadership capabilities for my profession Phát triển khả lãnh đạo cho nghề nghiệp To consider changing the emphasis of my present professional responsibilities Nhằm xem xét thay đổi trách nhiệm chuyên môn To increase the likelihood of professional advancement Gia tăng khả tiến chuyên môn To enhance my individual security in my present work condition Gia tăng tính an tồn cho công việc ……… Q.5: Theo anh chị đề tài nghiên cứu vấn đề gì? Q.6 Sau xem qua nhóm câu, theo anh/chị, nhóm có liên quan hay trùng lặp ngữ nghĩa với hay khơng? Nếu có, nên điều chỉnh nào? Xin cảm ơn anh/chị nhiệt tình tham gia thảo luận đóng góp ý kiến buổi tối hôm Chúc anh/chị sức khỏe thành đạt 71 TIEU LUAN MOI download : skknchat@gmail.com Survey Questionnaire Xin chào anh/chị! Cám ơn anh/chị nhận lời tham gia khảo sát Bảng câu hỏi nhằm mục đích tìm hiểu mối liên hệ việc học lên bậc Cao học mức độ hài lịng cơng việc Thơng tin trả lời trình bày dạng tổng hợp kết nghiên cứu thông tin cá nhân giữ kín Trân trọng kính chào! BẢNG CÂU HỎI KHẢO SÁT Nghiên cứu mối quan hệ lý học lên bậc Cao học mức độ hài lòng công việc I Thông tin chung: Tên / E-mail anh/chị: ………………………………………………… Giới tính: nam Độ tuổi: 30 nữ 30 – 40 40 II Thơng tin chương trình học: Anh/chị theo học chương trình Cao học: Khóa: .Ngành: Trường: Năm tốt nghiệp (nếu hồn tất khóa học): Đang học năm (nếu chưa hồn tất khóa học): Mơ hình đào tạo: Chương trình liên kết với nước ngồi Chương trình đào tạo đại học nước Chương trình đào tạo đại học nước ngồi Ngơn ngữ sử dụng Hồn tồn tiếng Anh Hồn tồn tiếng Việt Cả hai ngơn ngữ (Việt & Anh) Xin cho biết lý anh/chị tiếp tục học lên bậc Cao học Các câu trả lời không mang ý nghĩa hay sai, mà đánh giá theo mức độ Vui lòng chọn (đánh dấu X) mức độ mà anh/chị đánh giá: 72 TIEU LUAN MOI download : skknchat@gmail.com Không quan Rất quan trọng Lý anh/chị tiếp tục học lên bậc Cao học: 1 Bình thường trọng Giúp tơi làm việc hiệu vị trí chuyên môn Đáp ứng nhu cầu khách hàng hiệu Tăng cường hình ảnh nghề nghiệp Duy trì lực tơi Gia tăng khả tài cho cá nhân Vận dụng kiến thức chuyên môn kỹ Cập nhật tiến bộ/phát triển lĩnh vực Nâng cao khả cạnh tranh cơng việc Duy trì chất lượng giám sát 10 Đáp ứng cao mong đợi khách hàng 11 Làm tăng tính chuyên nghiệp làm việc với khách hàng 12 Làm tăng mức độ hài lòng khách hàng 13 Nâng cao vận dụng kiến thức kỹ theo yêu cầu công việc 14 Gia tăng tầm ảnh hưởng cá nhân (đến người) vai trò người quản lý 15 Nâng cao khả trao đổi, tranh luận với đồng nghiệp 16 Làm tăng thành thạo để trì thành tích 17 Được học hỏi từ chun gia 18 Được thử thách qua nhận xét đề xuất đồng nghiệp 19 Gia tăng khả đem lại lợi ích cho gia đình bạn bè 20 Nhằm xem xét tầm quan trọng công việc 21 Đảm bảo an tồn cho cơng việc 22 Duy trì vai trị cá nhân nghề nghiệp 23 Tự đánh giá mức độ cam kết nghề nghiệp 24 Trau dồi hiểu biết chuyên môn ứng dụng 25 Đánh giá việc định hướng cho nghề nghiệp 73 TIEU LUAN MOI download : skknchat@gmail.com tương lai 26 Xem xét hạn chế tơi vai trị người quản lý 27 Phát triển khả lãnh đạo cho nghề nghiệp 28 Gia tăng tiến chuyên môn 29 Phản ánh giá trị thân cơng việc III Thơng tin cơng việc: Hiện anh/chị làm việc trong: Doanh nghiệp (DN) nhà nước DN tư nhân DN 100% vốn nước ngồi Loại hình khác: DN liên doanh Trong doanh nghiệp, anh/chị vị trí: Nhân viên Trưởng nhóm/ Giám sát Quản lý cấp trung (vd: Trưởng phòng…) Quản lý cấp cao (vd: thuộc ban giám đốc) Xin cho biết mức độ hài lòng công việc anh/chị Các câu trả lời không mang ý nghĩa hay sai, mà đánh giá theo mức độ Vui lòng chọn (đánh dấu X) mức độ mà anh/chị đồng ý: Không Câu hỏi Tơi thích làm cơng việc Cơng việc tơi thật thú vị Tơi hài lịng với cơng việc Rất đồng đồng ý 1 Trung dung ý Ngày .tháng … năm 2010 Chân thành cảm ơn giúp đỡ anh/chị Chúc anh/chị sức khỏe thành đạt 74 TIEU LUAN MOI download : skknchat@gmail.com > 75 TIEU LUAN MOI download : skknchat@gmail.com Total Variance Explained Initial Eigenvalues Component Total Extraction Sums of Squared Loadings % of Variance Cumulative % Total % of Variance Cumulative % Rotation Sums of Squared Loadings Total % of Variance Cumulative % 11.109 41.143 41.143 11.109 41.143 41.143 4.249 15.737 15.737 2.197 8.138 49.282 2.197 8.138 49.282 3.743 13.864 29.601 1.909 7.069 56.351 1.909 7.069 56.351 3.097 11.472 41.073 1.650 6.111 62.461 1.650 6.111 62.461 2.822 10.451 51.524 1.193 4.420 66.881 1.193 4.420 66.881 2.778 10.291 61.815 1.040 3.852 70.733 1.040 3.852 70.733 2.408 8.918 70.733 837 3.100 73.832 757 2.805 76.637 691 2.559 79.196 10 608 2.253 81.449 11 575 2.130 83.580 12 501 1.855 85.435 13 449 1.663 87.097 14 407 1.506 88.603 76 TIEU LUAN MOI download : skknchat@gmail.com 15 389 1.441 90.045 16 353 1.308 91.353 17 308 1.142 92.495 18 279 1.032 93.527 19 268 991 94.518 20 251 929 95.447 21 229 847 96.294 22 223 825 97.119 23 207 767 97.885 24 173 640 98.525 25 150 555 99.080 26 149 550 99.630 27 100 370 100.000 Extraction Method: Principal Component Analysis 77 TIEU LUAN MOI download : skknchat@gmail.com ... examples of CPE that are continuing education in many professional fields such as accounting, law, medicine, nursing, pharmaceuticals, education, project management, social work, and human resources... technical, executive, administrative, and managerial employees She has also uncovered aspects that enable adults to participate in formal education in order to achieve personal and professional goals,... questionnaire for the main survey Following Chapter 3, collected data is processed and analyzed in Chapter In addition, all research findings are interpreted, explained and all research questions are